Investigating the Influencing Factors of Teachers’ Information and Communications Technology-Integrated Teaching Behaviors toward “Learner-Centered” Reform Using Structural Equation Modeling

Jing Zhang,Zhi Liu,Jingjing Ma,Zengzhao Chen

doi:10.3390/su132212614

Abstract

In the context of information-driven Education transformation, this study investigates factors that influence the continuous transformation of teacher information and communications technology (ICT) teaching methods. Although some studies have found that teacher psychological cognition exerts different effects on different types of teacher ICT-integrated teaching behaviors, the current literature on influencing factors lacks the classification of behaviors. Based on the learner-centered transformation, this study divides teacher ICT-integrated teaching behaviors into teacher-centered teaching behavior and student-centered teaching behavior, and constructs a hypothesis model of influencing factors on teacher ICT-integrated teaching behavior. We collected questionnaire data from 795 primary and secondary school teachers, then validated and adjusted the model through structural equation modeling (SEM). The social environment exerted a significant indirect impact on teacher technology application behaviors via mediation of teacher efficacy and outcome expectations. The two types of self-efficacy directly affected the student-centered ICT application behavior more than the teacher-centered ICT application behavior. The student-centered ICT application behavior exerted a significant impact on the teacher-centered ICT application behavior. This study confirms the significance of classifying teacher ICT-integrated teaching behavior and supports the transformation of learner-centered ICT-integrated teaching by improving the social environment to realize equitable and sustainable Education development.

Highlights

Information and communications technology (ICT) is a strategic tool for Educational development and reform in various countries, and the professional ability of teachers to teach information directly affects the quality of talent cultivation in the information age [1,2,3]
The influencing factors of ICT-integrated teaching behaviors have always been the focus of attention of researchers, and researchers have explored these factors from different angles
Convergence validity was measured by factor loading, composite reliability (CR), and average extraction variation (AVE)

Summary

Introduction

Information and communications technology (ICT) is a strategic tool for Educational development and reform in various countries, and the professional ability of teachers to teach information directly affects the quality of talent cultivation in the information age [1,2,3]. Research on the technical barrier of teacher application of ICT progresses gradually, from focusing on external factors such as facility matching, technical support, and organizational regulations, to focusing on internal psychological factors such as beliefs and attitudes to design thinking that correlates directly with practice [11,12,13]. These studies do not classify the t technology application behavior of teachers, which only explains how technology is adopted but does not reflect the differential impact of different ICT-teaching modes. Liu et al [14] reported that individual psychological factors of teachers’ “teacher-centered” technology application behaviors and “student-centered” technology application behaviors differ; the former correlates to the motivation of using technology for teaching while the latter does not, which implies the influencing factors of different technology behaviors differ

Results

Discussion

Conclusion